Including and Supporting Learners of English as an Additional Language
Seiten
2011
Continuum Publishing Corporation (Verlag)
978-1-4411-6267-0 (ISBN)
Continuum Publishing Corporation (Verlag)
978-1-4411-6267-0 (ISBN)
Suitable for trainees and practicing teachers supporting learners of English as an Additional Language (EAL), this title provides practical suggestions for good practice. It discusses the issues in the context of social inclusion and the Every Child Matters agenda, and identifies some differences in policy between England and Wales.
This is a comprehensive guide for trainees and practicing teachers supporting learners of English as an Additional Language (EAL). Including and Supporting Learners of English as an Additional Language identifies issues arising in teaching children from a range of linguistic backgrounds, it provides practical, research-grounded suggestions for good practice. Issues are discussed in the context of social inclusion and the Every Child Matters agenda and some differences in policy between England and Wales are identified. Strategies for working with children for whom English is an Additional Language (EAL) are explored and attention is paid to the period of transition between Key Stage 2 (KS2) and Key Stage 3 (KS3). Case studies, points for discussion or reflection and research summaries are incorporated in this accessible text. Clear links to the Qualified Teacher Status (QTS) standards for both England and Wales are provided, and a bank of suggested resources and support material is included. This is an essential reading for all trainee teachers working with EAL students and a useful resource for practitioners looking to refresh their skills.
This is a comprehensive guide for trainees and practicing teachers supporting learners of English as an Additional Language (EAL). Including and Supporting Learners of English as an Additional Language identifies issues arising in teaching children from a range of linguistic backgrounds, it provides practical, research-grounded suggestions for good practice. Issues are discussed in the context of social inclusion and the Every Child Matters agenda and some differences in policy between England and Wales are identified. Strategies for working with children for whom English is an Additional Language (EAL) are explored and attention is paid to the period of transition between Key Stage 2 (KS2) and Key Stage 3 (KS3). Case studies, points for discussion or reflection and research summaries are incorporated in this accessible text. Clear links to the Qualified Teacher Status (QTS) standards for both England and Wales are provided, and a bank of suggested resources and support material is included. This is an essential reading for all trainee teachers working with EAL students and a useful resource for practitioners looking to refresh their skills.
Madeleine Graf is Senior Lecturer in Education at Swansea Metropolitan University, UK. She teaches on a number of programmes within the School of Education, including the Foundation Degree in Learning Support.
1. Identifying the Issues; 2. Language and Identity; 3. Language and Inclusion; 4. Language Acquisition; 5. The Supportive Learning Environment; 6. Supporting Early EAL Acquisition; 7. Developing Competence in EAL Learners; 8. Good Teaching and Learning for All; Index.
| Erscheint lt. Verlag | 24.3.2011 |
|---|---|
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 302 g |
| Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Anglistik / Amerikanistik | |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| ISBN-10 | 1-4411-6267-4 / 1441162674 |
| ISBN-13 | 978-1-4411-6267-0 / 9781441162670 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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